Transculturation Essay example -- Literature Poem Africa Essays

Transculturation A familiar lesson in elementary history might be that a conquered people will generally acculturate into the dominant culture of their conquerors. However, the process of how these two cultures interact is often not that simple. For example, the term transculturation was coined in the 1940s by sociologist Fernando Oritz to describe the process by which a conquered people choose and select what aspects of the dominant culture they will assume (Pratt 589). Unlike acculturation, transculturation recognizes the power of the subordinate culture to create its own version of the dominant culture. In an essay entitled, "The Arts of the Contact Zone," author Mary Louise Pratt argues that transculturation does not have to be confined to the social spaces where disparate cultures intersect; it can be extended to everyday situations, such as the classroom. However, though Pratt recognizes that transculturation can take place on a very personal level, she still fails to discuss the emotional natu re of transculturation. An analysis of Derek Walcott's poem, "A Far Cry from Africa," using scholar Homi Bhabha's concept of "mimicry" will give a deeper understanding of Pratt's vision of transculturation by redefining it as a process of personal struggle by which each individual in a subordinate group is moved to choose and select which aspects of the dominant culture he or she will assume. "A Far Cry From Africa" is the story of a man half African and half English, who is witnessing the death and destruction of his homeland resulting from the English colonization of South Africa. In his description he does not, however, favor one side over the other, but focuses rather on the injustices of both cultures. At the end of the po... ... Works Cited Bhabha, Homi. "From 'Of Mimicry and Man: The Ambivalence of Colonial Discourse' in the Location of Culture, pp. 85-92." Stanford Presidential Lectures and Symposia in the Humanities and Arts. 02 March 2000. 15 September 2000. <http:// prelectur.stanford.edu/lecturers/bhabha/biblio.html>. Bradley, Heather M. "Conflicting Loyalties in 'A Far Cry from Africa'". Literature of the Caribbean. The Scholarly Technology Group, Washington and Lee University. 1997. 15 September 2000. <http://landow.stg.brown.edu/post/caribbean/walcott/ bradley2.html>. Pratt, Mary Louise. "Arts of the Contact Zone". Ways of Reading. Ed. David Bartholomae and Anthony Petrosky. 5th ed. Boston: St. Martin's, 1999. 582-596. Walcott, Derek. "A Far Cry from Africa". Derek Walcott Collected Poems 1948-1984. New York: Farrar, Straus & Giroux, 1986. 17-18.

Bangladesh and Education Essay

Education – a simple word that is one of the major drivers of our planet earth. Through education people get to know who they are, where they came from and where they will be heading in the near future. Education is the spearhead of a society. It is because of proper education that people get to know about the diversity of this unpredictable world. Education forges the lives of those who get it. Education is one of the important factors that affect the quality and the means of leading a prosperous life. Bangladesh was described as one of the poorest countries of this world after the liberation war in 1971. It had gone through harsh phases of floods, droughts, cyclones, famines and other natural calamities and at present one of the world’s most crowded countries still remains well below the poverty line and as a result most of the population is still illiterate. Education still and always will remain an important form of social capital in this world. Education fosters innovation, contributes to the economic growth of a country and also increases the efficiency, effectivity and productivity of all the individuals who get the light of education. The World Bank (WB) approved generous amount of loans in the recent past to promote and improve the education sector of Bangladesh. However, the government and the NGOs are playing an active role in the development process by educating the mass population of Bangladesh and the whole course of action mainly focus their vision on the children and women. In Bangladesh the educational process is so slow and weak that the development process has become sluggish. OBJECTIVE Education system in Bangladesh is three-tiered and highly subsidized and the Bangladesh government operates many education institution in the primary, secondary and higher secondary levels. Through the University Grants Commission, the government funds more than 35 state universities in the tertiary education sector. Bangladesh emphasizes on the education For All (EFA) objectives, Millennium Development Goal (MDG) and the International Declarations. According to the articles 15 and 17 of the Constitution of Bangladesh, every citizen has the right to education and all children between the ages of 6-18 should receive primary and secondary education free of charge. The government should provide the underprivileged children with free books and education free of cost. METHODOLOGY As we are the students of RS, we were unable to go outside to meet with people and conduct interviews with them. So, to gather our information and data, we had to go though different forums, journals, books and different websites. HISTORY OF EDUCATION. From 1971 our education system started officially. At the beginning of the education system in Bangladesh the number of schools and universities were very poor. There were only 6 public universities in 1971. But now the numbers of universities are increasing. Now the numbers of primary schools are near about 76000. The great point system started from 2000 and the JSC and JDC education system was started from 2010. In recent years Bangladesh has adopted various strategies to educate the general people mainly the children. In education sector BRAC’s contribution is bigger. Sir Fazle Hassan Abed founded BRAC School at 1972. In the history of education BRAC played an important role . EDUCATION SYSTEM AFTER LIBERATION After the liberation war of Bangladesh in 1971, the People’s Republic of Bangladesh became an independent nation free to choose its own educational destiny. As Bangladesh was, and still is, a secular state, many forms of education were permitted to co-exist. The formidable British system was, and still is, largely practiced. In fact, presently, the Bangladeshi system of education is divided into three different branches. Students are free to choose anyone of them provided that they have the means. These branches are: The English Medium – English medium schools are mainly private and thus reserved for the wealthy class. After three years of pre-school, students must successfully pass through ten grades to be eligible for writing the Ordinary Level Exams, also called the O-Levels. Then after one more year of studies, students can write the Advanced Level (A-Level) Exams. The Bengali Medium – the Bengali Medium, which is offered by the government. In the Bengali Medium, all the courses are offered in Bengali with the exception of English courses and the Religious course. The tuition fee is minimal compared to English schools but they still vary largely between schools. After three years of pre-school, students in the Bengali medium do five years of primary school. Then they move to high school for grade five to grade ten. At the end of the tenth grade, they appear for their SSC (Secondary School Certificate) exam. Afterwards, they move on to two years of college following which they have to write for the HSC (Higher School Certificate) exam. The Religious Branch – Bangladesh is a very poor country with millions of homeless children. To educate these children, there are religious institutions called â€Å"Madrashas† where these children are sheltered, fed and taught the ways of Islam by priests. These children learn the scripts from the Koran and the regular prayers. Literacy situation in Bangladesh Period Census – The 1974 census defined literacy as the ability to read and write in any language. This definition was in conformity with the UNESCO; one accepted throughout the world. The definition of literacy used in the 1981 census covered only persons of age 5 years and above and included those who could write a letter in any language. The 1991 census also defined literacy as the ability to write a letter in any language but covered persons of age 7 years and above. The effect of change in definition of literate has been reflected in the literacy rates of different census years. Increase in Literacy – Literacy rate among people of all ages rose from 17% in 1961 to 24. 9% in census year 1991. For the 7 years and above age group, the literacy rate increased from 26. 8% in 1974 to 32. 4% in 1991. In all census periods, the literacy rates were higher among the males than among the females. The female literacy rate, however, rose significantly in the 1991 census. It was 16. 4% in 1974 and 25. 5% in 1991. Urban rural variation in literacy rate is also quite evident in all census periods. Literacy rates in urban areas are higher than in rural areas in all census periods. Adult literacy Adult literacy rate for population 15 and above is defined as the ratio between the literate population of the age 15 years and over to the total population of the same age expressed in percentage. This rate for both sexes was 25. 9% in the 1974 census and 29. 2% in the 1981 census. In the 1991 census the rate was 35. 3%. In all census periods, male adult literacy rate was higher than the female. Educated adults come to the urban areas for better employment and education. As a result, the adult literacy level of urban population is much higher than that of their rural counterparts in all census years. However, the gap between urban-rural literacy rate narrowed in 1991, as did the gap between the male and female population. This is due to rural people’s increasing participation in education in recent times. Steps of Bangladesh after Liberation towards development of education The independence of Bangladesh generated a new enthusiasm in both government and private level in efforts to expand literacy and remove illiteracy. The Bangladesh Constitution of 1972 provides the basis for a policy on universal primary education. The policy has three components: establishing a uniform mass oriented and universal system of education; extending free and compulsory education to all children; and relating education to the needs of society and removing illiteracy. Keeping in view the constitutional directives, Bangladesh committed itself to implement the recommendations of – The World Conference on Education for All (1990), The World Summit on Children (1990) and The Summit Declaration on Education for All (1993). Primary Education of Bangladesh Primary education was recognised as the foundation of preparing literate citizens of the country in all national documents, reports of the commissions, and committees on education. But this stage of education got a momentum only after the enactment of the Compulsory Primary Education Law of 1990. Compulsory primary education under this Act was introduced in 1992 in 68 thanas, and all over the country in 1993. Measures such as satellite schools, community schools, and Food for Education Programme were taken up to increase enrolment and decrease dropout. The new primary curriculum based on terminal competencies was implemented in 1992. These steps resulted in some improvements in various efficiency indicators of primary education such as in gross enrolment ratio and the completion rate and raised the participation of girls in primary education. In addition to state intervention, from the second half of 1980’s, the government allowed NGOs to experiment with a variety of delivery mechanisms to cater to the basic educational needs of the disadvantaged population. Role of BRAC BRAC launched its education programme in 1985 with 22 one-room primary schools following non-formal approach. The goal of the BRAC Education Programme is to make a significant contribution to the achievement of education for all in Bangladesh. The BRAC Education Programme is mainly focusing on –  increase access of basic education in unreached and underserved population improve quality in formal education system support the government in achieving Millennium Development Goal 2 – Education for All by 2015 ? In sheer size, BRAC operates the largest private school system in the world: 1. 1 million students (70% of them are girls) are enrolled at present in 37,000 BRAC schools that provide four years of non formal primary education. So far, almost 5 million children have already graduated from primary school and got their basic education from these schools and close to 95% enrol to secondary schools. Education Programme – Primary School Operations Primary Schools Currently running24,398 Current Students0. 75 mil Graduates4. 95 mil Cost per Child per YearUSD 32 Schools for Indigenous Children2,441 Pre-Primary Schools Currently Running13,054 Current Students0. 36 mil Graduates4. 33 mil The Five Year Plan(s) According to the Report of Bangladesh Education Commission of 1974, the number of adult men and women illiterates in the country at the time of independence was 35 million. The Report recommended adoption of non-formal and mass education programmes for them. Accordingly, the First Five-Year Plan (1973-78) launched a massive functional literacy programme through non-formal education and allocated Tk 400 million for this subsector. The Second Five-Year Plan (1980-85) attached high priority to eradication of mass illiteracy. In the Third Five-Year Plan (1985-90) the programme was revived with an allocation of Tk 250 million and a modest target of making 2. 4 million adults literate by June 1990. Information from the office of the Integrated Non-Formal Education (INFE) project (former MEP Office) show that only 27 upazilas were covered in this project out of a target of 71 upazilas. A total of 291,600 adults were made literate in five years. In the Fourth Five-Year Plan (1990-95) Tk 235. 70 million was allocated. During the Plan period MEP was continued as a spillover under the project and total of 367,660 adult illiterates of 11-45 years age were made literate. The programme was implemented in 68 thanas of the country. Moreover, under the aegis of the district administration a programme named Total Literacy Movement (TLM) was started in 1995 in Lalmonirhat and Bhola districts. It was later extended to 15 other districts. Preparatory work is now under way to extend TLM to 22 more districts. The Fifth Five-Year Plan (1997-2002) adopted an ambitious objective to achieve the goal of Education for All (EFA) by the end of Plan period 2002. The major objectives are to increase gross enrolment in primary schools to 110 percent (net 95%) with particular emphasis on enrolment of girls and on increasing completion rate of primary education to at least 75 percent by the year 2002. The Fifth Plan also set up some important objectives of mass education consistent with the overall objectives of achieving the goal of EFA and fulfilling the educational needs of 30 million adult illiterates. These objectives are to increase literacy rate of adults (15 years and above) to 80% by the year 2002, to empower learners with technical skills, entrepreneurial traits and leadership skills, to empower skills related to literacy, numeracy and communication, to reduce gender gap in literacy rates in both rural and urban areas, and to develop continuing education programme for neo-literates. ? BANGLADESH, EDUCATIONAL STATISTICS OF 2005 ? BASIC EDUCATION STATISTICS, 2010 Number of Institution, Enrolment and Teacher in Post-Primary and Primary by management and sex, 2010 Type of SchoolManage. mentInstitutionTeacherStudentIndicators TotalTotalFem. % FemTotalGirl% GirlTSRSPITPI Primary School EducationPublic3767218145510543158. 109885697506116551. 20542625 Private450021995026812834. 157018849347542149. 52351564 Total8267438095717355945. 5616904546853658650. 50442045 Secondary School EducationPrivate187232107804791722. 737240497387315753. 493438711 Public3177231241733. 4322527710651947. 283171123 Total190402180115033423. 097465774397967653. 313439211 College EducationPrivate3068773201626521. 04150516671642347. 601949125 Public2569900231023. 3388910935852340. 3290347339. Total3324872201857521. 302394275107494644. 902772026 Madrasah EducationPublic310400. 0060642313. 8158202135 Private93581077431091110. 132194863116742753. 192023512 TOTAL93611078471091110. 122200927116765853. 052023512 University EducationPublic319163165618. 072629418198831. 18298482296 Private515710170129. 792009394912524. 45353940112 Total8214873335722. 5746388013111328. 26315657181 Technical & Vocational EduPublic251401554213. 501338971799913. 443353316 Private259711286270823. 993140307052122. 46281214 Total284822455461120. 5344792710258122. 90201578 ProfessionalPublic70179548627. 0819120935748. 941127326 Private214312345014. 41508231451628. 561623715 Total284491893619. 03699432387334. 131424617 Teacher EducationPublic90103927526. 47176631005856. 941719612 Private9283025530. 728613243728. 2910949 Total182186953028. 36262761249547. 551414410 All (Post-primary)Public101833247768623. 12155407158467537. 6247152733 Private341034167928020719. 2411514931589360651. 182833812 Total351214500398789319. 5313069002647828149. 572937213 All (Primary + Post-primary)Public3869021470211311752. 6911439768564584049. 35532966 Private7910561629414833524. 0718533780936902750. 55302348 Total11779583099626145231. 46299735481501486750. 09362547 COMPARISON OF EDUCATION AID AND SPENDING OVER THE PERIOD 1980-2008 Figure 5 shows the increasing gap between education aid and government spending. The 1980s illustrate the small gap between aid and spending, which began to increase over time. From 2006 onwards, education aid began to decline and government spending increased. This reflects the relatively low and declining proportion of aid in total education spending. ? TOTAL PRIMARY STUDENT ENROLMENT (1985-2005) Fiscal Year Primary student enrolment (millions) 1985 10. 08 1986 10. 78 1987 11. 26 1988 11. 76 1989 11. 77 1990 12. 34 1991 13. 03 1992 13. 72 1993 14. 2 1994 15. 19 1995 16. 43 1996 17. 07 1997 17. 32 1998 17. 63 1999 19. 61 2000 17. 67 2001 17. 66 2002 17. 56 2003 18. 43 2004 17. 95 2005 16. 23 PRIMARY ENROLMENT Source: Ministry of Education, Bangladesh PROGRESS IN PRIMARY SCHOOL ENROLLMENT RATE SINCE 2000 One of the key EFA goals is to ensure gender parity in education by 2015 – Unlike most South Asian neighboring countries, Bangladesh has already achieved gender parity in primary and secondary education. The GER and NER for girls have increased from 87. 7 percent and 63. 9 percent to about 88. 4 percent and 67. 4 percent respectively within 2000-05. About 16. 2 million students are currently enrolled in primary schools in Bangladesh, of which about 8 million are girls In an effort to promote the education of the poor, the GoB has been engaged over the past ten years into demand side interventions such as the Food for Education Program (FFE) and the primary stipend program. PROGRESS IN ADULT LITERACY RATE SINCE 2000 According to HIES 2005, Bangladesh is estimated to have about 41. 5 million people aged 15 or more who are illiterate. Considering the extent of poverty and the prevailing high illiteracy rate (about 54 percent in 2000), the GoB gives high priority to non-formal education through basic and post-literacy programs and continuing education. The government also recognizes that the literacy and numeracy skills can help improve the income and welfare status of the poor. Literacy and social mobilization programs have contributed to raising the national literacy rate from 45. 6% to 52. 7% between 2000 and 2005. Bangladesh is likely to meet the EFA target of a 50 percent increase in adult literacy by 2015 if the annual growth rate of literacy rate exceeds 4 percent. The literacy and social mobilization programs are likely to have contributed to raising the national literacy rate from 45. 6 percent to 52. 7 percent between 2000 and 2005 (cf. HIES 2000 & 2005). In particular female literacy rate has gone up by almost 9 percentage points compared to male literacy rate which only records a 5 percentage point increase. Furthermore, the number of illiterates aged 15 to 30 has decreased from about 15 million to 11. 8 million between 2000 and 2005. Although Rural areas appear to be still lagging behind urban areas. ? PROGRESS IN PRIMARY COMPLETION RATE SINCE 2000 OVERVIEW OF THE PRIMARY EDUCATION AND ADULT EDUCATION Bangladesh sustains one of the largest primary education systems in the world with as many as 80,401 primary institutions of 10 different kinds namely, GPS, RNGPS, NRNGPS, experimental schools, community schools, kindergartens, NGO schools, ebtedaee madrashas, primary sections of high madrashas, primary sections of high schools. According to the School Survey Report 2008, GPS, RNGPS, Experimental and community schools constitute 75% of the total institutions. These four categories of institutions are providing primary education to 81. 9% of the total primary school enrolled children of over 16. 3 million. The proportions of boys and girls enrolled at the primary level are 49. 3% and 50. 7% respectively. A total of 364494 teachers are engaged in primary teaching in all the ten categories of institutions comprising 40. 4% female and 59. 6% male. The proportion of female teachers in GPS, RNGPS, PTI and community schools is 50. 2%, 32. 2%, 39. 0% and 73. 6% respectively and the pupilteacher ratio is 51. 4, 44. 7, 48. 1 and 43. 35 respectively. NGOs in the country have been making significant contribution to the education sector. About 500 NGOs are currently running 48,855 learning centers for providing primary education to 10,24,495 females and 6,06,802 males in the country (CAMPE, 2007). A total of 518 NGOs have been engaged in education programs of which more than 450 have adult literacy programs integrated into NFE. The NGOs are providing adult education to 1,19,277 females and 26,193 males through 6,574 learning centers (CAMPE, 2007). However, some of the major NGOs in the country offering adult education are BRAC, Proshika, Dhaka Ahsania Mission, FIVDB, Action Aid, Swanirvar Bangladesh. BRAC has been the largest NGO in the country operating the largest non-formal education program. It runs 34000 NFPE schools serving 1. 02 million un-enrolled and drop out children of the marginal families. RELATE WITH MDG The Government of Bangladesh has made commitment in the World Education Forum held at Dakar, Senegal in April 2000, towards achievement of Education for All goals and every citizen by the year 2015. The World Education Forum adopted six major goals for education, two of which also became Millennium Development Goals later in the same year. The Dakar goals covered the attainment of Universal Primary Education (UPE) and gender equality, improving literacy and educational quality, and increasing life-skills and early childhood education programs, and were to be achieved within 15 years (EFA Global Monitoring Report, 2005:28) However, the gender goal was judged to be particularly urgent – requiring the achievement of parity in enrolments for girls and boys at primary and secondary levels by 2005, and of full equality throughout education by 2015. The Millennium declaration of the United Nations adopted on 8 September 2000 by all member states in the millennium Summit gave birth to eight goals to be achieved by 2015 (UN, 2005:3). Besides the eight goals, there are 18 targets and 48 indicators in the MDGs. All these Aaspects are pertinent to combat poverty, hunger, illiteracy, diseases, inequality between man and woman, infant mortality, maternal mortality, environmental degradation and improving global partnership for development. The second Goal has designated universal primary education that emphasizes the implicit objective of equal education for boys and girls alike and to be able to complete a full course of primary schooling. Bangladesh is committed to achieve the MDGs and the goals are included in the countries first Poverty Reduction Strategy Paper. By May 2005, the government developed Unlocking the Potential: National Strategy for Accelerated Poverty Reduction (PRSP). It takes a rights-based approach and identifies four strategic objectives: creating opportunity towards realizing the full potential of children i. e. access to health, nutrition, education, water and sanitation; ensuring the best interests of children in national, social, family and personal situations i. e. empowerment of children; ensuring safety and security at home and in the public space i. e. protection against abuse, exploitation and violence and establishing and protecting children’s rights i. e. social inclusion, decent work and livelihood. PRSP goal is to introduce and strengthen early childhood and pre-school education; introduce a unified and common primary education opportunity for all children; improve quality of primary education; 100% enrolment, and raise all other targets to achieve quality and completion in primary education; increase literacy rate to 80% and expand the scope of NFE beyond the literacy to reach out to the extreme poor and in remote areas (PRSP, 2005:50-51). In summing up the discussion it can be said that Bangladesh has been improving in primary education significantly since independence. Though primary education has been given priority from the emergence of the country but some dramatic changes has been noticed in the 1990s. This decade saw a renewed dedication to the expansion of primary education, and consequently primary education experienced significant enhancement during the period. In 1990, in a major policy direction Bangladesh made commitment to international compliance and as a result WCEFA came into being. Similar major international initiatives were taken in 2000. World Education Forum at Dakar and the UN Millennium conference at New York, fixed various targets and goals, named as MDGs. As a signatory country, Bangladesh is now committed to attain these targets by 2015. Currently primary education in Bangladesh is on target of achieving the second MDGs phase and it is a matter of concern Number of Students Enrolled in Primary Schools and Percentage of Boys and Girls *percentage of boys and girls students in primary schiools (1991-2009) Number of Students % of Students YearTotalBoysGirlsBoysGirls 199112,635,4196,910,0925,725,32754. 745. 3 199213,017,2677,048,5425,968,72554. 245. 8 199314,067,3327,525,8626,541,47053. 546. 5 199415,180,6808,048,1177,132,56353. 047. 0 199517,284,1579,094,4898,189,66852. 647. 4 199617,580,4169,219,3588,361,05852. 447. 6 199718,031,6739,364,8998,666,77451. 948. 1 199818,360,6429,576,9428,783,70052. 247. 8 199917,621,7319,065,0198,556,71251. 448. 6 200017,667,9859,032,6988,635,28751. 148. 9 200117,659,2208,989,7958,669,42551. 049. 0 200217,561,8288,841,6488,720,18050. 349. 7 200318,431,3209,358,7579,072,56350. 849. 2 200417,953,3009,046,4338,906,86750. 449. 6 200516,225,6588,091,2218,134,43749. 8750. 13 200616,385,8478,129,3148,256,53349. 650. 4 200716,312,9078,035,3538,277,55449. 350. 7 200816,001,6057,919,8378,081,76849. 4950. 51 200916,539,3638,241,0268,298,33749. 8350. 17 Statictis of primary schools in Bangladesh(1996-2009) YEARInstitution GPSEXPRNGPSCOMM* SATTHSAPSNGPSKGEb. Mad- rashaHMAPSNGOTotal 1996377105219683275920027593963143494992759-80818 19973771052195291962104212923472154582312850-77685 19983771053196582989282215823177169171732948-79803 199937709531955331072945123026321940640432531478840 200037677531925330613884122021262296371034379276809 2001376715319428326840951576197124773843357417078126 2002376715319428322548231576179224773443357430178363 2003376715319428326048231618167030886581820034586737 20043767154198143218-1283169937456723821444782868 20053767254196823027-135394622816768*832928980401 20063767254199993192-1314114026656726892033882020 20073767254201073186-131497322536726892022981434 20083767254200833263-157196629876744923340882981 20093767255200612991-95981927446744923323081508 GPS- Government Primary School, RNGPS- Registered Non Government Primary School, NGPS- Non Government Primary School, EXP- PTI attached Experimental School, KG- Kinder Garden, HSAPS- High School Attached Primary Schools, HMAPS- High Madrasa Attached Primary School, * SATT – Sattilite Schools which are closed from 2004 . CHALLENGES †¢Quality of teachers : Teacher’s poor academic quality and low competency is a serious problem for student’s educational attainment. Rahman attempted to establish a profile of the primary school teachers by interviewing some 500 teachers. He found that most of the teachers have only the SSC/HSC examination in the third division (Rahman, 1986:32). This poor quality of teacher’s academic competencies results in ineffective teaching. †¢Fund : Lack of funding is a big problem. The government and donors try to invest more in education sector to achieve the goals of education for all. †¢Quality of education : Bangladesh has a significant progress in achieving some goals of education for all but it needs to focus on the quality of education and early childhood development. †¢Coaching centers : some coaching centers are very much expensive. It helps to decrease child’s creativity because students found readymade notes there and they don’t need to work for it. †¢Students politics : when students participate in politics, they can not concentrate their studies. They will very much busy with political activities rather than their study because they are given money to do this. †¢Lack of consistency: Dhaka, Jan 2 (BDNEWS) – Countries leading educationists Monday demanded cancellation of the proposed ‘unified education’, which was postponed earlier, and introduction of a genuine unified education based on equality, and scientific and secular thinking at secondary level. RECOMMENDATION 1. Inclusion of legal education in government’s policy priorities, and to undertake concrete steps to improve its quality. 2. Formation of a Council of Legal Education for overall control, monitoring and supervision of legal education in Bangladesh. The Council will exercise its functions in collaboration with the Bar Council and the University Grants Commission. Necessary law is to be enacted for the formation of the Council, which would also entail amendment of the Bangladesh Legal Practitioners and Bar Council Order 1972, in so far as it concerns legal education. 3. To form legal education committee in the University Grants Commission consisting of the representatives of the law schools, and with this end in view to make necessary amendments in the University Grants Commission Order, 1972 and the relevant rules. 4. Provision for additional vocational course up to one year for law graduates as prequalification for appearing at the bar examination. How this course would be designed and run would be determined by the proposed Council of Legal Education. 5. Rational combination of academic and vocational character of legal education to make sure law graduates acquire knowledge, skill and competency for legal practice as well as law related general services. It is necessary to provide for more practical methods of teaching law i. e. Socratic method, problem method, case study, moot court and mock trial, clinical legal education etc. 6. Promotion of inter-disciplinary approach to curriculum to help students better understand the societal problems. Subjects like national history, economics, political science, sociology, logic etc could be included in the law curriculum. 7. Inclusion of new law courses (subjects) in the curriculum to respond to the needs of modern economy, ICT and globalisation. Subjects such as corporate law, international economic law, e-commerce, intellectual property law, environmental law, medical jurisprudence need to be included. 8. To include in the curriculum separate courses on ADR, legal ethics, research, drafting and conveyancing. 9. Need for emphasising transnational aspects of law to include more subjects on public and private international law and comparative law. 10. To enhance human rights and gender sensibility of legal education. Separate papers on these issues are suggested to be included in the syllabus 11. Narrowing down the gap between college legal education and university legal education by including more subjects in college curriculum and extending its duration. 12. Introduction of clinical legal education which means learning law by providing legal services to the community. Students need to be involved in various ADR activities where they will be exposed to real life situations and get opportunities to apply their knowledge of law as well as be sensitised to the rights of the marginalised sections of the community. 13. Immediate need for massive reforms and overhauling of college legal education by — (a)extension of duration of courses from existing two years to three years with emphasis on practical courses in the final year; (b)introduction of admission tests; (c)limiting number of seats for admission; (d)mandatory appointment of full time teachers; (e)provision for government financial assistance; (f)provision for adequate infrastructural facilities like class-rooms, library, books, computers etc; (g)provision for effective supervision of the colleges. 14. Establishment of government sponsored model law college to set the norms and standards of modern legal education. 15. Evaluation and examination of students by problem oriented questions. 16. Introduction of basic legal education at SSC and HSC levels as a part of general legal awareness, and as a stage of prequalification for higher studies in law. Ministry of Education is to provide necessary directives and frame rules to incorporate fundamentals of law of the land in SSC and HSC curriculum. 17. To preserve the present bilingual character of medium of instruction for law with an emphasis on effective learning of English. 18. To provide for institutional accountability of teachers, and their evaluation by the students. Details of the procedures of accountability and evaluation would need to be worked out. 19. Provision for training of the teachers. 20. Besides legal profession of a lawyer and a judge, to create more diversified professional job opportunities for the law graduates in various government and non-government departments. One of the ways to do it is to create by competitive examination BCS cadre service(legal) for law graduates to perform law related works in various government and autonomous bodies. CONCLUSION Bangladesh’s education system has deeply entrenched links to the English language over many centuries. This has made English the de facto second language. What’s more important though, English is the primary language of trade and commerce here, which makes Bangladesh a very attractive destination for software and IT services off shoring. And now the government also has been taking some steps for the betterment of the educational system of Bangladesh. People are also concerned now unlike the previous dates. The people and the young generations should come forward along with the government on this purpose. We should remember one thing that we need to change for the development.

Summary of Shakespeares Sister Written by Virginia Woolf Free Essay Example, 1250 words

Opportunities and how this changes destiny is furthered with the expectations that are given to Judith s life because of her gender. The example is one which shows how the changes in destiny and life path are altered according to gender. Shakespeare is immediately able to go to London to study while Judith is expected to be married and to not oppose her position in life. But then her parents came home and told her to mend the stockings and mind the stew and not moon about with books and papers . She cried out that marriage was hateful to her, and for that, she was severely beaten by her father (Woolf, 57). Woolf sets the example of what it means to be a woman and what the gender basis and expectations are in society. This is one which Shakespeare s sister can t get out of and is associated with as her destiny. The gender difference is the example of how Judith s doors are based on household chores and moving into marriage, despite her desires. The gender example is one which i s noted as common among those in society while creating a specific association with what it means to be a woman. Even though the concepts of Judith occur with the examples of what it means to be a woman, there is also an understanding that the social order is the reason why this happens. The cause is based on the 17th century being regarded as the only way to have a gender basis in society. The effect is that Judith is unable to study in school and is unable to fulfill her desires. [cause and effect] Woolf also acknowledges that there is a direct association with the social order of the time and that this is where the challenge should be for changes in gender and the ability to offer the opportunity to everyone. Woolf states: For a genius like Shakespeare s is not born among laboring, uneducated, servile people. It was not born in England among the Saxons and the Britains (Woolf, 58). This example is one which shows that the cause is based specifically on the order of societ y and what is expected as well as where one can meet their identity through this. We will write a custom essay sample on Summary of Shakespeares Sister Written by Virginia Woolf or any topic specifically for you Only $17.96 $11.86/pageorder now

The Washington Redskins Name Controversy - 1106 Words

The Washington Redskins Name Controversy Should the Washington Redskins change their team name due to controversy with Native Americans? That has been the questions since the 1980s. There are many different views on the issue. Some people believe the name should stay, some insist it should be changed, and others are ultimately indifferent. In the end, changing the name is the definite right choice, the Washington Redskins name is offensive to the Native American people and therefore it must go. The name is not only offensive to the Native American people, but people outside of Native American s find issue with it, and it also promotes ethnic stereotyping. In the late 1960 s the use of Indian names and mascots in sports started to be contested by activists and academics. Many team names and mascots were guilty of appropriating Native American Culture, and needless to say the Native Americans wanted things to change. Many Colleges and Universities responded positively—Stanford University changing from Prince Lightfoot to the Cardinal, Dartmouth College changing from the Indians to Big Green—as well as many smaller schools, from high school to elementary changing mascots out of respect for Native Americans. The major roadblock came about with the professional teams: Atlanta Braves, Cleveland Indians, and of course, the Washington Redskins. These teams have refused to change their names to this day, but the Native Americans and their supporters continue to protest. TheShow MoreRelatedTelevision And Radio Stations Should Be Banned From Repeatedly Saying The Name Of The Washington Redskins1360 Words   |  6 Pagessaying the name of the Washington Redskins. I will be responding to an original opinion editorial in the LA Times titled â€Å"FCC has no business regulating the name of a football team†, by the Times Editorial Board. The opinion stated in he editorial is correct by claiming the FCC should not get involved with regulating the team name of the Washington Redskins. The FCC enforces whether words that are inappropriate or racist can be used on the airwaves and a petition claiming that the word â€Å"Redskins† fallsRead MoreShould The Washington Redskins Be Allowed? Keep Their Mascot Name?874 Words   |  4 Pages Inform/Explain Task: Should the Washington Redskins be allowed to keep their mascot name? Introduction: Over time the controversy on the Redskins name in the National Football League has been debated. Recently, the argument has been revamped with even congress stepping into the debate about the historic name. The topic does not just affect the Redskins though but the 2,129 other teams with a mascot with Native American association. People have been taking both sides and some believe it’s racistRead MoreMascots : An Honor Or An Insult?1352 Words   |  6 PagesAmerican names and images in sports has been a topic of public controversy in the United States since the 1960’s. Sports mascots that continue to promote racial, cultural, or bias slurs should be changed so that racial discrimination can be stopped and everyone can be treated equally/fairly. In today’s society, there is no room for racism or stereotypes especially in sports; an activity that is supposed to bring people together to support and celebrate challenges. The use of native names or symbolsRead MoreRacial Slur : Native Americans And It s A Racial Spirit Of The Washington Redskins Team1152 Words   |  5 Pages Over the years there has been many controversy over the topic of the redskins name change. Apprehension from both sides of the name change is rising up and everyone is getting involved. The question everybody is waiting for is if team manager Dan Snyder will crack under the pressure to change the name or will stay with his statement of â€Å"Well never change the name†. People of the side to change the name say the main issue with the name is it s very derogatory to the native americans and it sRead MoreHistory of Washington Redskins and Its Name Essay2348 Words   |  10 PagesHistory of Organization and Name Originally named the Boston Braves, the Washington Redskins remain known for their legacy and team history. Under the ownership of George Person Marshall, Vincent Bendix, Jay O’Brien and Dorland Dolye, the Boston Braves were born as part of the NFL franchise in 1932. Shortly after in 1933, they renamed the Boston Redskins, followed by another name change when they reestablished in Washington D.C as the Washington Redskins in 1937; and made the Griffith Stadium theirRead MoreEssay on Do School Sports Help Prevent Drug Usage?753 Words   |  4 Pagescontemporary United States, â€Å"redskin† is often referred to as a racial slang; it’s considered to be extremely offensive: â€Å"an r-word for Native Americans equivalent to the n-word for African-Americans† (American Heritage). I believe and am sure that the football team â€Å"Redskin† has absolutely no intention to offend anyone and has no stereotypical connection to Native Americans simply because no text or description/discussion about the team points fingers at no one, making the name and logo politically -Read MoreSports Logos And Racism : Sports And Ethnic Relations2849 Words   |  12 Pages Sports teams across the United States, ranging from high school to college all the way to the NFL teams, have derogatory names and logos that come from a variety of sources. Some of the most controversial names come from Indigenous culture, such as the Washington Redskins. The ongoing battle between who owns the name and whether or not these sports teams can use the names, is nothing new. This issue has been evident in our culture for many years, with still no substantial resolution. Although minorRead MoreThe use of Native Americans as mascots or team names has developed an issue that has been drawing600 Words   |  3 PagesThe use of Native Americans as mascots or team names has developed an issue that has been drawing controversy in today’s society. The question that must be asked then is: Why do we as a society quietly permit such disrespectful and hurtful conduct towards Native Americans continue, without taking any affirmative action to restrict it? Having people who r un around in war paint and headdresses whooping it up at the sport games doesn’t honor anyone’s culture. It just praises racism and encourages peopleRead MoreControversies On Native American Names1898 Words   |  8 PagesNalvarte Sociology November 10, 2014 Controversies on Native American Names For many years several schools, sports, companies, things, and mascots have their names named after Native Americans. The Native Americans have been fighting to take their names back after so many years. They feel that it is an offensive expression to use their names on things and want the names to be changed to something else. Then you have the opposing side that say the name is a form of positive respect towardsRead MoreThe Between Men And Women1599 Words   |  7 Pagestalking about? Haley: We were just discussing some of the racial and gender controversies in sports. Rick Reilly: Ohhhh, speaking of race, have you heard of this ridiculous Washington Redskins debate? It blows my mind how people are so sensitive about everything! I mean my own father-in-law is a Blackfeet Indian, and he doesn’t even care! Haley: What is the debate about? Rick Reilly: Well, people are claiming that the name ‘Redskins’ is offensive and racist towards Native Americans because it discriminates

Gender Norms And Stereotypes Gendered Identities - 1167 Words

Background  ¨Gender norms and stereotypes reinforce gendered identities and constrain the behaviour of women and men in ways that lead to inequality. ¨ Some factors lead to discrimination such as â€Å"a lack of legal rights and very little independence from their husbands, to being thought to have inferior brains.† Lack of education available or allowed to women has stemmed from the lack of respect and mistreatment of young girls and women in the Middle East, Africa and the Asian Pacific. Raden Ajeng Kartini was the national heroine for women’s rights in Indonesia, and made the womenÅ› place is in the home appears to be no longer valid. She opened the first native school for girls in Indonesia that did not discriminate based on social status. Raden also protested the gender inequality of Javanese traditions such as forced marriages at a young age, which denied women the freedom to pursue an education. Original thoughts of women caused discrimination and the lack of girls i n or completing school. This can lead to many other problems such as poverty, unemployment, lack of education/literacy, lack of respect/job opportunities for women. Discrimination against women leads to violence against them as well with a one in four men admitting to rapping a woman 9 in all of Asian Pacific. Women not becoming educated can lead to gender gaps in pay with these being more prevalent in developing countries. Men being favored in admission to college is higher the lower the GDP as well. InShow MoreRelatedGender Differences And Gender Inequality1717 Words   |  7 Pages Gender differences and gender inequality are sometimes used interchangeably but do not refer to the same thing. The two concepts are common in gender literature; however, they are not uniform across different cultures based on the degree of conservative attitudes present. The significant differences between sexes and used as arguments against equal rights primarily against women’s righ ts. Hence, the gender issue has continually been created in light of the standard views or conceptions ofRead MoreThe Causation And Consumer Reaction At A Fox News Reporter, Cody Derespina940 Words   |  4 PagesIn the news this August a Fox News reporter, Cody Derespina, described the causation and consumer reaction to â€Å"Target Going Gender Neutral in Some Sections†. After receiving some complaints from customers the retailer felt the need to address the amount of gendered language in the children sections and the colors being used to categorize certain toys. For example, one mother sent a tweet to Target with a picture of a sign saying â€Å"Building Sets† and below it reading â€Å"Girls’ Building Sets†. She statedRead MoreGender : Gender And Gender1201 Words   |  5 PagesThrough our socializations with gendered institutions such as family and friends we learn gender-appropriate behavior and develop our ideas and beliefs of what appropriate fe minine and masculine gender roles are and form our gender identity. Gendered institutions are reinforced by a gender belief system, which are the feminine and masculine traits characteristics that are considered to be socially acceptable. Gender roles are the â€Å"attitudes, behavior, and activities that are socially defined as appropriateRead MoreParental Influence On Gender Roles1179 Words   |  5 Pages120 – Fall 2017 October 8, 2017 Parental Influence on Gender Roles in Children A person s gender identity is a multi-faceted social construct that is defined as a person s sense of being male or female in various combinations; gender roles are then defined as behaviors learned by a person as appropriate to their gender, determined by the prevailing cultural norms. From the moment of birth when a parent hears their baby s gender an identity has begun to form. When we meet a new person, we are instantlyRead MoreThe Separation Of The Human Experience Essay1590 Words   |  7 PagesSociety is quick to label, quick to decide who people are before they’ve gotten the chance to discover it for themselves. As soon as one is born, they are assigned a gender. â€Å"It’s a boy!† or â€Å"It’s a girl!†, they don’t make any other balloons or cards. The habit humans have of dividing things into twos applies not only to the world around them, but is at work intrinsically as well. As with many of such partitions, the separation of people into males and females runs very deep. It is ingrained sociallyRead MoreEffect Of Gender And Gender Representation On Media1735 Words   |  7 PagesThe effect of gender and gender representation in media has been widely researched in various academic disciplines, including anthropology and communication studies. Similar gender role expectations are not just restricted to Western culture either. A study on gender representation in East Asian advertising by Michael Prieler is a demonstration of the influence of gendered communication. The research examines the male and female representation in the advertising of East Asian countries like HongRead MoreThe Theory Of Equality And Gender Roles1176 Words   |  5 Pages either way it continues. One could be aware of the characteristics and factors of identity that enables others to treat another differently by analyzing the aspects of society through race, religion, language, sexual orientation, economic status and also the level of education. The theory of equality is somewhat understandable, but what about the female population? Where is their equality in this society? Gender roles are based on the different expectations that individuals, groups, and societiesRead MoreHow Food Can Create A Cultural, Social And Economic Identity Essay1568 Words   |  7 Pagesrepresentations of how we should live our life. This essay will attempt to prove how food can create a cultural, social and economic identity and explore the gendered relationships to food from a variety of feminist perspectives. To demonstrate this I will draw examples from popular culture such as analyzing advertisements and films in which will help us to understand cultural norms and how historical societal structures of food can be relevant to our own lives. We will focus on the meanings and representationsRead MoreGender Socialization And Social Control1508 Words   |  7 Pageslarge, gender socialization is a major contributor to identity and self- concept. Gender therefore becomes a characteristic that defines other’s perceptions and evaluations of us. People come to manage gend er along with aspects of other aspects of the self by making sure that we are acting in gender-appropriate way (Goffman, 1959, Libby). In itself, the self is a product of social forces and it emerges through socialization. Being that gender is a major function of one’s identity, stereotypes aboutRead MoreFrom The Moment Children Are Born They Are Instantly Assigned1611 Words   |  7 PagesFrom the moment children are born they are instantly assigned the gender that society considers appropriate, this can usually be characterized by the pink or blue clothes they are given. The immediate separation of gender emphasizes the importance of dividing gender and keeping strict constructs in our society. So when a man or woman diverges from how they are expected to act, they are seen as outcasts that need to be molded into what is acceptable in society’s eyes. In her book, An Introduction

Of the inspector create dramatic Essay Example For Students

Of the inspector create dramatic Essay In act 1 of an inspector calls Priestly uses the inspector as a dramatic device to influence the levels of tension on stage. This is achieved through his appearance, method of questioning and the reactions he provokes in the other characters. The play opens in a positive, family get- together atmosphere, but we sense suspicious tensions between Sheila Birling and her fianc. Sheila- except for all last summer when you never came near me and I wondered what had happened to you. This implies Sheila does not completely trust Gerald, which increases the tension on stage as this comment in the middle of a dinner party would make people feel awkward and uneasy. Priestly Reveals tension within the Birling family prior to the inspectors arrival with the use of dramatic irony; Birling- the Titanic she sails next week forty six thousand eight hundred tons New York in five days- and every luxury and unsinkable. We will write a custom essay on Of the inspector create dramatic specifically for you for only $16.38 $13.9/page Order now The way Birling carries on as if he knows everything but as this play is set in 1912 but produced in 1945, the audience watching it at this point has an advantage as they are ahead of the times so to speak and they know that the Titanic would sink. The inspectors arrival increases tension with a visual impact using lighting effects. When the inspector enters the lighting changes creating a dark mysterious atmosphere therefore increasing the tension. Mr. Birlings initial reaction also creates tension too; Birling (after a pause with a touch of impatience) well, what is it then? I think it comes across that Mr. Birling was the big strong man of the household and what he says goes but now this solid inspector arrives and stands to threaten him, which highlights a tense vulnerability in Birlings personality. The way in which the Inspector questions the other characters also creates tension. Purely because the inspector is very mysterious and brings an eerie atmosphere to the stage in the following ways; (he speaks carefully, weightily, and has a disconcerting habit of looking hard at the person he addresses before actually speaking) He also interviews the characters separately dealing with one line of enquiry at a time, which makes it more professional as if they were being interviewed at the station despite it being a home visit. The inspector also questions the characters in order with the chain of events. It also makes the audience suspicious why he talks to one person at a time. In Birlings interrogation he helps to unravel the plot. He identifies his involvement in the chain of events but denies responsibility to Eva Smiths actual death. When he is questioned whilst Eric and Gerald are present, the pressure on Mr. Birling seems to mount up as he is trying to calmly show that he is innocent. He suddenly cannot take it anymore and has an outburst of impatience; look- theres nothing mysterious or scandalous about this business at least not as far as Im concerned. Its a perfectly straight forward case.. Nothing whatever to do with the wretched girls suicide This speech indicated that hes not shy of trying to shift the blame on someone else e. g. not as far as Im concerned. Also under interrogation Birling shows his true colours; well inspector, I dont see that its any concern of yours how I choose to run my business. Is it now? By questioning the inspector in this rude tone we see that Mr Birling is very selfish and arrogant and cannot stand the fact that the inspector is right. It is at this point we have a clash of personalities. .u34ef5fcbfe06a79e039628cac64661a3 , .u34ef5fcbfe06a79e039628cac64661a3 .postImageUrl , .u34ef5fcbfe06a79e039628cac64661a3 .centered-text-area { min-height: 80px; position: relative; } .u34ef5fcbfe06a79e039628cac64661a3 , .u34ef5fcbfe06a79e039628cac64661a3:hover , .u34ef5fcbfe06a79e039628cac64661a3:visited , .u34ef5fcbfe06a79e039628cac64661a3:active { border:0!important; } .u34ef5fcbfe06a79e039628cac64661a3 .clearfix:after { content: ""; display: table; clear: both; } .u34ef5fcbfe06a79e039628cac64661a3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u34ef5fcbfe06a79e039628cac64661a3:active , .u34ef5fcbfe06a79e039628cac64661a3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u34ef5fcbfe06a79e039628cac64661a3 .centered-text-area { width: 100%; position: relative ; } .u34ef5fcbfe06a79e039628cac64661a3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u34ef5fcbfe06a79e039628cac64661a3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u34ef5fcbfe06a79e039628cac64661a3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u34ef5fcbfe06a79e039628cac64661a3:hover .ctaButton { background-color: #34495E!important; } .u34ef5fcbfe06a79e039628cac64661a3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u34ef5fcbfe06a79e039628cac64661a3 .u34ef5fcbfe06a79e039628cac64661a3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u34ef5fcbfe06a79e039628cac64661a3:after { content: ""; display: block; clear: both; } READ: An Exploration of Humour in Twelfth Night EssayThe inspector attempts to make him accept the responsibility of his actions whilst Mr Birling is doing the complete opposite by questioning the inspector and trying to blame other people. Birlings reaction creates tension because he is so impatient and his whole attitude contrasts against that of the inspectors. Sheilas response to Eva Smiths death is one of the few encouraging things to come out of the play. She is genuinely upset when she hears of the suicide and learns from her own behaviour. Unlike her father she is very distressed by the girls suicide; Sheila oh how horrible! Whereas Birling interrupts the inspector; Birling (rather impatiently) yes, yes. Horrid business but I dont understand why you should come here. When Sheila reveals her involvement with the chain of events she readily agrees that she behaved very badly and insists that she never meant the girl any harm. This contrasts to her fathers words and highlights the difference in attitude between the two generations. Sheila also appears keen to change her behaviour in the future, Ill never, never do it again whereas her father does not display any regret or remorse. Before the inspector interrogates Gerald, he has a private chat with Sheila; Gerald- so- for gods sake dont say anything to the inspector. From this the audience learns that Gerald is sneaky and underhanded. This sly comment makes the audience question that perhaps Gerald infact plays a large part in the suicide of Eva smith/daisy Renton. He knows that the inspector has managed to get everyone to confess their involvement whereas he is trying to stay away from it all, keep his hands clean so to speak. But he cannot go unnoticed as the act ends with an intriguing question to Gerald from the inspector well? this heightens the tension as Gerald knows now there is no escape, he is going to have to confess. Throughout the play priestly employs the inspector to manipulate the tension levels on stage. He successfully controls the characters and the audience in order to make us consider society, our own actions and our responsibility towards one another within our community.

COIT20264 Network Design

Question: Discuss about the COIT20264 Network Design. Answer: Network Requirement. Network design revolves around the customer service, meaning that a network should be always up like 100 percent and this network need to be in a position to adjust to the dynamic traffic loads and prove consistency in response, hence these calls for careful planning and design. These are the requirements we need to put into consideration when designing a network that will meet the client needs. Always build a network having in mind that it need to be up all time, hence we need to have alternatives in situations that the network fails how are we going to recover from that error, also suppose there is an issue of equipment failure how are we going to tackle the situation also on issue of overload how are we going to come up with a network that will be able to tackle overload issues. It is a requirement that the network we build do support the applications we are using effectively; also we need to understand that the response time should be very high in communication of these apps between the host. Once we achieve these we will be having the most efficient network. Network security is an important requirement for the networks design as it is important that the company data are protected while being transmitted over these network as well as the data stored on the devices that are used to connect to it. A well secured network locks out scammer and people trying to infiltrate the network. Scalability, and easy to modify is another requirement of the network, it should allow for growth and make it easy to make changes in situation of company growth or there is business changes in the company. Network trouble shooting should be made easy because on several occasion failures do occur, hence recovery from these problem should be so easy and not time-consuming saving a lot for the company. Assumptions These are the basic fundamentals for the network design to achieve the goals Scalability-Network designs can be made in a way it allows room for growth to include new users in the company and increase the mobile site, it should support new application without causing an effect on service delivery of the current users. Availability-Networks designed for high availability are the best since it delivers consistently, provide reliable performance, in addition it has a recovery mechanism such that in case of a failure it will not impact on the network performance. Security-this is the most important feature of a network that is a must to be considered when coming up with a design and not after designing. It is so critical for safeguarding network resources. Manageability-we should come up with a network design that is easy to manage and support, a network that is complex will compromise on the effectiveness and efficiency of the network. (Oppenheimer, 2011) Logical Network Design When designing the network topology for this network we are going to take top-down approach. From these approach the network applications and the service requirements is first identified before the network is designed to support all. Generally we first ensure that the new design works handles all the functions before it is being implemented. With top down approach the designer gathers requirements by identifying the issues that affect the entire network and those affecting a given section; hence we can identify what our estimate can be in term of cost and time. a top down model we start from the application layer down to the physical layer With the Australian project, the network design requires us to implement a network design that involve manning of unmanned Ariel vehicles, we are going to use computers mounted on mobile cars in motion as well as link to the main data centre where all the controls of these equipment will be done; these are the applications the company needs. These network for transport will involve us of wireless network and satellite communications for those devices that are in constant motion so that the connectivity is not lost when these UAVs goes deep into the sea. It will involve the use of commercial network like an internet service provider to allow connectivity of these devices since we are using mobile application, so that they can easily communicate to the devices in the main data centre and be able to acquire the information about the fish quantity in a given area. Satellite will come in a situation where the farmers are deep in the sea where the telecommunication devices cannot reach the place hence ensuring reliability, consistency and efficiency in information delivery to the fishermen. These are the logical design for the network. (Froehlich, 2010) The AG network considers all the pc mounted vehicles, unmanned Ariel vehicles and any other device connected as a node in the network, it is capable of performing the services assigned to and exchange information. We have the main data centre where observation and admin task is operated as well as remote stations for management purposes, these stations interact with the unmanned Ariel vehicles and then it analyses the data obtained from the sea and provides out to their members so as to know the best part to carry out fishing. The data centre also is a storage point where users can retrieve some history data when they want to analyse the fishing pattern. Remote operator and the members of the company may interact with intermediate server to access information stored about the fishing report, they can also interact with the data processing system which interact with the unit tasked with collecting data so as to generate a precise report on fishing information. Network design for reliability For us to attain reliability of our network we will implement the Cisco three-layer hierarchical model made of core layer, distribution layer and the access layer. Core layer is mostly tasked for transporting data quickly and ensures reliability, hence always designer is to ensure core layer is fault tolerance and avoid delays in the network Switches and routers at the core layer provide high speed and reliable connectivity. The core network has more than one links connecting the server and supports virtual private networks as well as WAN access. This core layer design primary goals is to provide the company 100 percent uptime, maximize throughput and to facilitate growth in the company. Model for addressing and naming IP addressing The addressing scheme we are going to implement is the IP addresses to distinguish one network node from another. The IP address of devices in a network must be unique hence cannot be shared with any other node in the network simultaneously, a breach of that will make the router not know the best route to deliver packets to. Ip addresses are centrally allocated from the main data centre in our AG network so as to ensure that we avoid the issue of duplicate addressing, from these centre is where we also do subdivision of network to smaller sub-networks (subnets) so that it make it easy for network management. (Nikolaidis, 2002) IP assigning for the company we are going to use Dynamic IP address so as to make it easy for a new member to join the group since not all members are permanently in the network hence dynamic allocation makes it easy for network management. Routing and Switching Protocol IGP and EGP routing protocols. These protocols are base on the autonomous system,it is a collection of routers in a company which are commonly used Interior Gateway Protocols(IGP):these protocol is mostly for the internal network of the company Exterior Gateway Protocols(EGP):is the official protocol for use when connecting to the internet and by remote users to access the company . Distance Vector Routing Protocols It help us identify how far the device we getting information from hence choose the best way to relay information to the user, or we can channel the user to pick information from the nearest server so as to reduce the issue of delays. Distance Vector routing Protocol measure distance based on distance of the devices from the router and vector for purpose of the direction. These will enable the system choose the best shortest route to deliver the packets to destination. Network security Mechanism Physical Security Physical security is all about limiting access to the company network resources, either in a well locked area, protecting from natural and human-caused disaster. Physical security locks out unauthorised personel or people with no skills on handling of the network devices also it help to protect from bad weather or any hazards event that can cause physical damage on these devices like breakages. Authentication We need to authenticate the users requesting the services, it helps us separate members and non members of the company and prevent them from accessing data they are not subscribed to. Authorization We need to set privileges for users of these network and what transaction they are able to transact in the network, hence we have to set users and assign each their roles, we can assign an administrator to manage these network and set user privileges. Data Encryption We need to have an encryption algorithm for our network to encrypt the data as it transit over the networks that intruders are not able to alter the meaning of these messages in transit. Hence ensure data accuracy and confidentiality. Firewalls We need to have a network firewall that will only allow genuine data necessary for the company network, any other data not useful are locked out from infiltrating our network, and hence we protect our clients data, confidentiality and data integrity. Intrusion Detection and Prevention Systems This will detect any malicious activity in our network and it will raise a red flag to the administrator who is then able to act on the threat and introduce am mechanism to safe guard that event from not occurring anymore. (Gorodetsky, Kotenko and Skormin, 2005) References Froehlich, A. (2010). CCNA voice study guide. 1st ed. Indianapolis, Ind.: Wiley Pub. Gorodetsky, V., Kotenko, I. and Skormin, V. (2005). Computer Network Security (vol. # 3685). 1st ed. Berlin Heidelberg: Springer-Verlag. Nikolaidis, I. (2002). Cisco IP routing [Book Review]. IEEE Network, 16(2), pp.4-5. Oppenheimer, P. (2011). Top-down network design. 1st ed. Indianapolis, Ind.: Cisco Press.